Press "Enter" to skip to content

Posts tagged as “education”

Virginia Parents Fight Ill-Founded School Mask Mandates

But this time, their governor, newly inaugurated Republican Glenn Youngkin, has their back and is fighting for them.

Brave parents, teachers and schoolchildren in Northern Virginia are waging a valiant struggle for students to attend school unmasked, even as the public schools bureaucracy acts to punish them for their heresy.

This latest skirmish arose because Virginia’s new Republican Governor, Glenn Youngkin, signed an executive order that allows individual parents to decide whether their children will attend school masked or unmasked.

In so doing, Youngkin is keeping faith with the voters who elected him, as parental rights was a major campaign issue in his 2021 race for governor.

Virginia parents, like parents nationwide, had reached their wits end because of schools that would not open, teachers who would not teach, and a curriculum that would not steer clear of far-left political and cultural indoctrination.

Yet, some prominent school districts in Northern Virginia remain obstinate and unmoved. They literally are turning away unmasked students, or isolating them and segregating them from the classroom.

The issue will soon be taken up by the Virginia State Supreme Court. Gov. Youngkin says he is confident that his executive order will be vindicated by the Virginia jurists. Virginia code § 1-240.1, he notes, says “a parent has fundamental right to make decisions concerning the upbringing, education, and care of the parent’s child.”

The problem is that the Virginia state legislature passed a law in 2021 requiring school boards to adhere

to the maximum extent practicable, to any currently applicable mitigation strategies for early childhood care and education programs and elementary and secondary schools to reduce the transmission of COVID-19 that have been provided by the federal Centers for Disease Control and Prevention.

The CDC recommends “universal indoor masking by all students (ages 2 years and older), staff, teachers, and visitors to K-12 schools, regardless of vaccination status.”

Of course, the science behind this CDC recommendation is utterly lacking.

Students are not efficient transmitters of the coronavirus and teachers are not at serious risk of contracting COVID from students. “A North Carolina study conducted before vaccines were available,” write Drs. Marty Makary and H. Cody Meissner

found not a single case of student-to-teacher transmission when 90,000 students were in school. The faster-spreading Delta [and Omicron variants have] emerged since—but many teachers, parents and children 12 and over have also been vaccinated.

And masks—especially the cloth masks that most students have been wearing and are still wearing—do little to nothing to stop or slow the spread of COVID.

In fact, when, in 2020, the CDC actually studied the efficacy of masking schoolchildren, it found that, in Georgia, “the lower incidence in schools that required mask use among students was not statistically significant compared with schools where mask use was optional.”

To date, some 862,000 Americans have died with or from COVID. Nearly 75 percent of these deaths have been people 65 years of age or older.

Only 4.2 percent of these deaths have been people 45 years of age or younger. And only a minuscule fraction of one percent, less than 1,000 deaths, have been people 17 years of age or younger.

The idea that schoolchildren need to be masked to protect them and others from COVID simply is not borne out by either the science or the data.

Thus the Northern Virginia school districts that insist on masking schoolchildren are acting in defiance of the science and, arguably, in contravention of state law. They also are acting against the express wishes of most Virginia parents as shown by Youngkin’s election as governor.

For this reasons, school districts ought to allow parents to decide whether their children should be masked, especially while the issue works its way through the judicial system. That is the right, just, and honorable thing to do.

Instead, schools are punishing students for following a lawful gubernatorial executive order. This is wrong and unconscionable, and the school administrators who are doing this ought to be held accountable by their school boards and by the parents whom they are supposed to serve.

Feature photo credit: Parents protest against school mask mandates and remote learning in Trenton, New Jersey, June 3, 2021, courtesy of Jose F. Moreno, in the Philadelphia Inquirer.

Balderdash! and Backlash! ‘Credentialed’ Is Not Synonymous with ‘Educated’ and ‘Wise’

Balderdash!

“More Americans are educated now than at any time in history.”

Tom Nichols, Professor, Naval War College

According to the U.S. Census Bureau, “for the first time in history, 90 percent of Americans over 25 years of age have finished high school. In addition, more than one-third of Americans over the age of 25 have a college degree or higher.”

Backlash!

In truth, more Americans are credentialed than at any time in history. But don’t equate credentials with education and wisdom. Being credentialed is not the same thing as being educated and wise.

In fact, many people with impressive academic credentials are poorly educated, remarkably ignorant, and unwise.

“The American higher education system has fostered civic and historical illiteracy,” reports the Washington Times.

The American Council of Trustees and Alumni, the Times notes “has issued survey after survey, all of which confirm that we have an epidemic of civic and historical illiteracy.

In 2000, ACTA released the results of a survey of the historical knowledge of college seniors at the 55 top-ranked colleges and universities in the country.

More than 80 percent of those surveyed would have received a “D” or “F” if it had been an exam.

A 2012 survey found that less than 20 percent of American college graduates knew the effect of the Emancipation Proclamation, and only 42 percent knew that the Battle of the Bulge occurred during World War II.

And in 2014, a survey found that more than a quarter of college graduates didn’t know Franklin D. Roosevelt was president during World War II, and one-third didn’t know he was the president who spearheaded the New Deal.

And all of these questions were multiple choice.

It is not without reason that William F. Buckley, Jr. famously said:

I would rather be governed by the first 2,000 people in the Boston telephone directory than by the 2,000 people on the faculty of Harvard University.

The average non-credentialed American, Buckley observed, shows more wisdom than our credentialed political leaders and so-called intellectuals.

Next!

Feature photo credit: Two wise men: William F. Buckley, Jr. and Ronald Reagan (National Review).

Yes, Let’s Rewrite History—Just Don’t Falsify It While Doing So

Historical Revisionism is nothing new and it’s actually a good thing. The falsification of history, however, is a more recent development; and that, obviously, is a bad thing.

On both the left and the right today, there’s a lot of concern about “rewriting history.”

“The entire effort to rewrite American history makes my blood boil,” writes a reader in the Fence Post, a nationwide agricultural newspaper that reaches more than 80,000 readers weekly.

“The Civil War happened. That’s a historic fact… The history of the Civil War will not go away just because it’s protested today.”

A left-wing writer, likewise, complains that the Democratic Party “is clearly uninterested in truth or accountability, and is more than willing to rewrite history to advance its political goals.”

Why does the writer say this? Because President Obama had the audacity this week to praise his predecessor, George W. Bush, for having “a basic regard for the rule of law and the importance of our institutions of democracy.”

Balderdash! says the writer, and Obama should know better.

Rewriting v. Falsifying. Of course, what these and other observers are criticizing is not the rewriting of history per se, but rather the falsifying of history as they see it. In truth, history is constantly being rewritten in light of new events and circumstances to glean lessons from the past.

This is a good and laudatory thing and something that should be encouraged. 

Some of the best history, in fact, is history that has been rewritten by historians who look back upon our past from a new angle or fame of reference to draw insights that may have been hidden or obscured by previous interpretations of history.

In 1957, for instance, an unknown assistant secretary of the Board of Governors of the Federal Reserve, Bray Hammond, wrote a magisterial history, Banks and Politics in America: From the Revolution the Civil War, that completely upended the history of Andrew Jackson and the Jacksonian era in American politics.

In so doing, Hammond took direct aim another great work of history, The Age of Jackson, by the acclaimed Harvard historian, Arthur M. Schlesinger, Jr. The Age of Jackson (1945) was itself a work of revisionist historical scholarship that won rave reviews.

Both Hammond and Schlesinger, in fact, won the Pulitzer Prize for History for their respective books and have contributed mightily to our historical understanding.

Both books were sincere, good-faith attempts to interpret and make sense of the past. However, they employed contrasting analytical frameworks that created widely divergent narrative histories.

For Schlesinger, the Age of Jackson was all about class conflict and the efforts by the working and laboring classes to seek redress from the government against business domination and control. In so doing, Schlesinger argued, Jackson was the precursor to Franklin Roosevelt and the New Deal.

Schlesinger thus broke from the previously dominant historical narrative, which argued that sectional differences, not class differences, defined American politics in the Age of Jackson; and that Jackson himself was the political embodiment of the country’s ascendant western frontier.

Hammond, meanwhile, offered an altogether different interpretation dubbed the entrepreneurial thesis.

Hammond argued that the Jacksonian era was, indeed, defined through class conflict. However, the class conflict pitted not the laboring classes against the business interests, but rather a new class of entrepreneurs and speculators who conspired against the old monied interests. This new class was eager for easy money to fuel their entrepreneurial and speculative ventures. 

The Jacksonians, Hammond argued, employed virtuous and high-minded democratic rhetoric to conceal their true motives and true objectives, which were self-interested and self-serving. And the end result of their attack on America’s Second National Bank, Hammond wrote, were economically damaging and reverberated for decades.

All three of these historical interpretations—the initially dominant sectional conflict thesis, Schlesinger’s class conflict thesis, and Hammond’s entrepreneurial thesis—involved rewriting history.

However, none of these interpretations involved falsifying history, and that is a crucial distinction. The essential historical facts in question were all agreed upon and not in dispute.

What was in dispute (and still is to a considerable extent) is how to interpret and apply those facts to our understanding of history.

To be sure, sometimes newly discovered facts are unearthed that alter our understanding of history. That certainly was the case with Banks and Politics in America: From the Revolution the Civil War.

Because he worked for the Federal Reserve, Hammond understood banking and finance in a way that Schlesinger and previous historians simply did not. Thus he was able to bring to light new facts that helped to explain how the Second Bank worked and what its demise meant for the U.S. economy.

Still, in the main, the disagreements here are not about the facts of history; they are about the interpretation and application of those facts.

False History. This is not to say that all interpretations of history are equally valid or legitimate. To the contrary: there is such a thing as bad, biased, and simply false history or historical writing. Howard Zinn’s A People’s History of the United States comes to mind.

Historian Michael Kazin (no conservative, by the way, but rather, a man of the left) called A People’s Historya Manichean fable… better suited to a conspiracy-monger’s website than to a work of scholarship.” Another reviewer called the book “absolutely atrocious agit-prop.”

In short, Zinn was a Marxist political activist, not a serious and fair-minded historian, and there is real difference between these two types. But for serious historians, disagreements in interpretation and analysis can be legitimate and illuminating.

The real risk is that an historian can become so blinded by his frame of reference that he distorts or falsifies history by omitting or glossing over other critical facts and perspectives that complicate or contradict his thesis.

James Bouie. This is what appears to have happened to New York Times columnist Jamelle Bouie.

Although Bouie is a journalist, and not an historian per se, he is, nonetheless, a serious student of history. However, in his zeal to argue that America’s black slaves were not simply passive victims, but instead, had real agency and self-awareness, he offers up a very bad and inaccurate historical account.

“Neither Abraham Lincoln nor the Republican Party freed the slaves,” Bouie brazenly asserts in a recent column.

They helped set freedom in motion and eventually codified it into law with the 13th Amendment, but they were not themselves responsible for the end of slavery. They were not the ones who brought about its final destruction.

Who freed the slaves? The slaves freed the slaves.

This is complete nonsense. As National Review’s Dan McLaughlin points out in a thorough debunking of Bouie’s thesis:

Bouie is right that black Americans played a significant role in contributing to the abolitionist movement, the escalating sectional tensions that led to secession, the transformation of the Civil War in the North from a war for the Union to a war of liberation, and the Union’s victory.

He is wrong to claim that those contributions in and of themselves were enough to bring about the end of slavery, and that Lincoln, the Republicans, the Union Army, and the majority of the American population were merely passive conduits, bobbing like a cork on the unstoppable streams of history.

Bouie skips the crucial step. All the abolitionist agitation in the world only mattered because the people with real political, military, cultural, and economic power in America—the federal government, Northern state governments, the military, the churches, the leaders of the economy, and ultimately, the voting public—eventually chose to side with the abolitionist movement.

It was not a given that they would; in the 1820s and 1830s, they had chosen not to.

In short, Bouie took a legitimate historical insight—that America’s black slaves helped to effect their emancipation—and blew it up into a holistic explanation when it quite obviously is nothing of the sort.

Historical Moment. So, what does this have do with our present political and historical moment?

Well, American history today is under fire and under review in a way that it has not been in quite some time if ever. Indeed, the very legitimacy of the American founding is being called in to question, as “woke,” left-wing radicals seek to advance a far-left agenda.

For this reason, we are seeing historical statues and monuments being toppled, vandalized and defaced as new historical narratives are introduced into the public debate and foisted upon the public.

In key respects, these new historical narratives are really not new. They’ve been adopted in colleges and universities, elementary and secondary schools, for decades, and they are not entirely bad.

They typically give greater historical weight to the experiences of blacks, Indians or native Americans, women, and other marginalized groups.

Cultural Marxists. But as with Howard Zinn’s People’s History and James Bouie’s column, these narratives often are highly politicized and distorted, and designed to advance an explicitly left-wing political agenda.

Their intent is to deconstruct America and create a new country that will embody Marxian and socialist ideals.

But whereas Marx believed that capitalism could be undermined by appeals to the proletariat or working class, his modern-day heirs recognize that America’s greatest source of vulnerability and weakness lie in its racially troubled past; and that appeals to white guilt and black racial grievance are far better suited to deconstruct and remake the United States.

This means that we should be wary and discerning of new historical narratives, and equally wary and discerning of historical groupthink and consensus.

Simplistic and reductionist histories that attempt to explain the past through one narrow prism are especially suspect. History, like life itself, is complicated and typically results from a variety of sometimes seemingly irreconcilable factors and decisions.

All of us, moreover, are going to have to become better consumers of history. This means referring to source documents—many of which are available on the Internet—and making our own assessments of the past.

Patriots, meanwhile, liberal and conservative, must engage in their own historical revisionism. We must rewrite history for a new generation of Americans: poorly educated, ill-informed, and lacking in historical knowledge and perspective.

This new generation has been fed a lie—to wit: that American history is a source of shame; and that Western Civilization itself is a mistake that must be corrected. But in truth, what must be corrected is this false and dangerous narrative.

That means rewriting history in light of modern-day circumstances to illuminate the past for a people increasingly haunted by the darkness. 

Feature photo credit: Historian Arthur M. Schlesinger Jr. via the Washington Examiner.

Stop the ‘Progressive’ Mob and Understand American History Before Removing Statues and Monuments

Americans’ historical ignorance and defensiveness about race have given the mob the upper hand. This must change or America will cease to exist.

Hardly a day goes by when we don’t hear about another historical monument or statue being vandalized, defaced, toppled, or destroyed by angry mobs of left-wing “woke” activists determined to exorcise from the public sphere alleged “racists,” “imperialists,” “bigots,” “misogynists,” and “traitors.”

This is grievously wrong. No matter how you feel about the relative merits of a particular statue or monument, no one has a right to destroy these artifacts of history.

If they are to be taken down, that should happen only after much deliberation and through the lawful and legitimate political process, not through violent, lawless, and destructive mobs.

Federal, state and local officials deserve our contempt for their knowing refusal to protect our nation’s historical monuments and statues from vandalism and destruction. This is nothing less than a rank dereliction of duty.

Wanton Destruction. Friday night, for instance, police officers from the Metropolitan Police Department in Washington, D.C. watched and did nothing as a progressive mob used rope and chains to topple a statue of Confederate General Albert Pike before setting the statue on fire.

It is fairly obvious that this entire Jacobin effort is aimed at deconstructing and delegitimizing the American Founding and Western Civilization.

The mobs, after all, make few if any distinctions. Thus they have targeted any and all historical figures found guilty, it seems, of sinning against 21st Century progressive orthodoxy.

Indeed, the list of targeted figures includes: George Washington, Christopher Columbus, Ulysses S. Grant, Francis Scott Key, Catholic missionary Junipero Serra, and Winston Churchill.

Historical Ignorance. Unfortunately, most Americans—even, and perhaps especially, those with elite academic credentials—are poorly educated.

That is because for decades now, secular progressive orthodoxy has infused American education, from kindergarten through college, with a self-hating, anti-American and anti-Western bias.

Consequently, most Americans are defensive at best and all-too credulous at worst when the progressive mob accuses iconic American and Western historical figures of being the moral equivalent of Adolph Hitler.

And of course, the worst thing that you can be called in 21st Century America is a “racist.” That is the ultimate scarlet letter in our politics today. For these reasons, the progressive mob is having its way and running amuck and unopposed.

Distinctions. Meanwhile, some public figures of good faith are trying to draw distinctions that they believe are legitimate, and which will protect, say, George Washington and Winston Churchill, while sacrificing more debatable figures such as Confederate War General Nathan Bedford Forrest.

I understand and respect this sentiment, but appeasing the mob is a mistake. This will only strengthen and embolden the mob.

Indeed, now is not the time to try and draw distinctions between allegedly legitimate and illegitimate statues and monuments. Now is the time to circle the wagons and to unalterably oppose the mob and its wanton acts of destruction.

Now is the time to try and understand our history and why these statues and monuments were created and erected in the first place. Then and only then should we consider taking down (not destroying) any of our historical statues and monuments.

The Confederacy. The most vulnerable pieces of art and remembrance are those that pay tribute to Confederate soldiers and generals. I will address these in a separate piece.

But what is worth noting now is that the vast majority of Confederate soldiers did not own slaves and did not see themselves as fighting on behalf of slavery.

Why, then, did they fight; and why do we have statues and monuments that honor them?

Isn’t that something we should understand, discuss and debate before removing these artifacts of history? And in any case, can we not all agree that mob vandalism and destruction of our nation’s history is unacceptable and will not be tolerated?

The End. If what historian Arthur Schlesinger Jr. called The Vital Center doesn’t speak up soon in defense of the American experiment, then the America we have known and loved for more than two centuries will cease to exist.

Of course, that’s exactly what the progressive mob wants.

Feature photo credit: KTVZ.com—the toppled statue of George Washington in Portland, Oregon.

The Choices We Need—to Which the New York Times is Utterly Oblivious

The New York Times today published a long and eloquently written editorial that blames affluent Americans (mostly white or caucasian) for segregating themselves off from less affluent Americans (mostly black and Hispanic) and thereby giving rise to economic inequality and, allegedly, a corresponding lack of opportunity for the poor and disadvantaged.

The Times is rightly worried that the COVID-19 pandemic will exacerbate this problem—if, as is likely, it causes the affluent to further flee densely packed cities for neighborhoods that are more inherently conducive to social distancing and thus safer from pathogens like the coronavirus.

Restrictive Zoning. The Times has a point when it criticizes restrictive local zoning ordinances, which too often prevent the development of denser, varied, and more affordable types of housing.

But instead of proposing the obvious solution to this problem—more open, accommodating, and less restrictive zoning ordinances—the Times proposes more authoritarian-style, command-and-control regulations such as those imposed by the state of Oregon.

Oregon, reports the Times, last year banned single-family zoning in all cities of more than 10,000 people.

Of course, this doesn’t solve the problem of affordable housing; it exacerbates it, as the affluent bid up the price of increasingly scarce single-family housing stock in economically segregated neighborhoods.

More options, not fewer options, in the housing and education markets are needed to create greater opportunity for America’s poor and disadvantaged.

Sins of Omission. For these reasons, the Times’ editorial is remarkable for what it does not mention.

There is no mention of school choice, which allows parents of poor and disadvantaged students to send their children to a public or private school of their choice regardless of district or jurisdictional boundaries.

School choice programs have been enacted with great success in many states and locales; however, they run afoul of the teachers unions, which are a powerful Democratic Party constituency with deep financial pockets and organizational wherewithal.

The teachers unions rightly fear that choice and competition threaten their public school monopoly. Thus they are vociferous opponents of school choice.

Crime. There also is no mention of crime—or at least no substantive mention of crime and the very real effect crime has had in creating residential segregation and the inequality that the Times laments.

Instead, the Times mentions the word crime exactly once, and only to belittle and disparage it as a reason the affluent have fled cities and created more economically segregated neighborhoods, both within cities and in the surrounding suburbs.

But the truth is: an explosion of violent crime in our nation’s cities in the 1960s and ‘70s caused many people of financial means, black and white, to flee the cities.

The New York Times to the contrary notwithstanding, this had nothing to do with selfishness or “racism.”

Instead, it had everything to do with safety and survival—for yourself, your family, and your loved ones—and with wanting to ensure that your children grew up in a neighborhood rich in opportunity and free of violent crime.

American cities have rebounded in recent decades after Rudy Giuliani and other urban leaders embraced conservative reforms that dramatically reduced violent crime and made cities once again an oasis of safety and culture.

Yet, the Times and other “progressives” have been working diligently to overturn these reforms—by attacking “stop-and-frisk” policing, for instance, and by seeking to eliminate entrance exams for New York City’s elite public high schools.

Of course, the Times editorial is silent about crime because it is the elephant in the room that dare not be mentioned in “progressive” circles—except insofar as it can be used as a cudgel to attack the police.

But make no mistake: undermining the achievements that New York and other cities have made in combating crime and in creating islands of educational excellence will not help the poor and disadvantaged; it simply will drive the affluent—black, white, and brown—further away.

School Funding. Finally, the Times pushes the old saw that we don’t spend enough money educating the poor and disadvantaged; and it laments the financial disparities that exist between affluent and poor school districts.

These disparities are real, but the notion that they are responsible for differences in educational achievement is silly and simply not supported by the facts. As Reason Magazine’s Ron Baily reports, researchers at the National Bureau of Economic Research have found that

the gap in educational achievement between public school students in the bottom 10th economic status (SES) percentile and those in the top 90th SES percentile has remained essentially unchanged over the last 50 years.

[…]

The researchers note that these disappointing results occurred despite the fact that ‘overall school funding increased dramatically on a per-pupil basis, quadrupling in real dollars between 1960 and 2015.’ In addition, pupil-teacher ratios declined from 22.3 in 1970 to 16.1 in 2014.

In short, the problem is not money; the problem is the schools and the home environment of the students.

And this becomes especially obvious when you consider that many Catholic and public charter schools do a demonstrably better job educating poor and disadvantaged students and at a fraction of the cost of traditional public schools.

Choice and Competition. We absolutely need to create more opportunities for our fellow citizens who have failed to share or partake in our rising national affluence. And no doubt the COVID-19 pandemic makes this more difficult.

But ignoring politically inconvenient truths, as the New York Times does, makes this mission impossible. We need more choices, more competition, and freer and less fettered markets in housing and education. 

Feature photo credit: Getty Images via the Wall Street Journal.